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Abegglen, Sandra, Abdelgayed, Mona R.S., Alaqad, Mohammed, Benn, Jade, Sinfield, Sandra, Desire, John, Ejike-Ume, Fidelis, Fisher, Katherine R., Fisher, Matthew J., Gordon, Janet, Gurung, Rudhara, Rysbekova, Gulzhan and Tennison, Helen (2025) Liberating student voice: a transformative approach to professional development in higher education. Journal of Education, Innovation and Communication, 7 (4). pp. 1-16. ISSN 2654-0746
Student voice is so much more than feedback and evaluations; rather, it involves bringing students into the teaching-learning conversation: welcoming them as they are, valuing their experiences and contributions, and socially co-constructing knowledge within the curriculum space itself. Pedagogy and ethics need to be nurtured and developed to facilitate student agency and voice - and that is the role of our Postgraduate Certificate in Learning and Teaching (PGCert) in Higher Education programme. This conceptual paper explores the transformative impact of the programme as a case study of liberatory and experiential pedagogy that fosters student voice from within: with staff-as-students. Drawing on collaborative contributions from current and past PGCert participants, the paper weaves together short vignettes to reveal how co-created teaching, learning, and assessment practices have fostered student voice within participants - and how this, in turn, has allowed them to meaningfully integrate student voice, agency, and action into their own teaching and in support of their students.
Available under License Creative Commons Attribution 4.0.
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